Archers Brook SEMH Residential School

Inspection report for residential special school - Archers Brook SEMH Residential School 1 /.,, Archers Brook SEMH Residential School Chester Road, Great Sutton, Ellesmere Port, Cheshire CH66 2NA Residential provision inspected under the social care common inspection framework

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Information about this residential special school

Archers Brook is a residential special school that is maintained by the local authority.

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Information about this residential special school

The residential offer is an early intervention model primarily for children up to age 14 years with social and emotional difficulties, often linked to medical conditions, difficulties such autism spectrum conditions, mental health needs, speech and language and communication or conduct difficulties. Children who attend the school have education, health and care plans.

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Information about this residential special school

There are 86 children are on the school roll, with 18 places available for residential care. During this inspection, seven children stayed overnight for one night between Wednesday and Thursday nights during term time. Two children access the residential after-school club, in preparation for considering overnight stays at the house. Inspectors spoke to five of the children.

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Information about this residential special school

The head of care has been in post for 12 years and is suitably qualified.

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Information about this residential special school

The inspectors only inspected the social care provision at this school.

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Overall experiences and progress of

children and young people, taking into account

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good

How well children and young people are helped and protected outstanding

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good

The effectiveness of leaders and managers good

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good

The residential special school provides effective services that meet the requirements for good. Inspection report for residential special school - Archers Brook SEMH Residential School 2 Date of previous inspection: 24 October 2023

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good

Overall judgement at last inspection: good Inspection report for residential special school - Archers Brook SEMH Residential School 3

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Overall experiences and progress of children and young people: good

Staff and children share positive and respectful relationships. Staff speak fondly about children who are in residential. They put children’s well-being and happiness at the forefront of their practice. Children’s parents are very complimentary about the staff team, and they value the service highly. They reported that children make progress because of their stays in residential, specifically relating to building their resilience, confidence and self-esteem.

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Overall experiences and progress of children and young people: good

Children are supported with clear and consistent plans when making the transition to overnight stays in residential. Children reported that staff help them to be well prepared for their overnight stays. Parents, children and staff are all involved in these plans. This positive level of communication and support is maintained with children and their parents throughout the children’s access to the residential provision.

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Overall experiences and progress of children and young people: good

Staff understand children’s educational needs. They work in partnership with the school staff to ensure that there is a wraparound care and education package to meet children’s needs. Residential staff work closely and share information with the designated safeguarding lead (DSL), team-around-the-family professionals and special educational needs coordinator (SENCO).

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Overall experiences and progress of children and young people: good

Children are supported to gain life and independence skills suitable to their age and ability. These skills link to targets in children’s individual education, health and care plans. Consequently, children are actively supported to gain important skills to help prepare them for adulthood. The residential provision also provides invaluable opportunities for social interaction and building positive relationships. Children are supported to take part in a variety of recreational activities both internally and in the community. Children say that their favourite part of staying in residential is seeing their friends and participating in the fun activities.

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Overall experiences and progress of children and young people: good

Children feel listened to, and have opportunities to express their views, wishes and feelings; their views are valued. If they make any suggestions or requests, staff ensure that any outcomes and action taken are always explained to children. Children are confident in their knowledge of how to make a complaint. However, they have not needed to raise any complaints due to their trusting relationships with staff.

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Overall experiences and progress of children and young people: good

Children can speak to an independent visitor to share their thoughts and experiences while in residential. She understands the children and spends quality time with them during her half termly visits. However, an independent person who is required to visit the residential children at least monthly is not in place. The independent visitor was dual managing this role but is unable to conduct monthly visits.

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Overall experiences and progress of children and young people: good

Children are in good health. There has been one minor shortfall in the administration of prescribed medication for a child. Staff had not followed the information provided the child’s health care plan. This means that medication has not been administered Inspection report for residential special school - Archers Brook SEMH Residential School 4 to a child on their last two visits in line with medical guidance. Systems do not identify medication errors in a timely manner. Senior leaders took immediate action to prevent any further errors.

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Overall experiences and progress of children and young people: good

The residential provision is warm and welcoming. The premises are monitored well to ensure that they are safely maintained. It has all the necessary furniture, games and resources that children may need. Photos of children are displayed throughout the residential provision and their bedrooms are personalised with their individual belongings. Residential bathrooms have not undergone the planned refurbishments. However, they have been decorated to ensure that they fit with the rest of the residential ethos.

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outstanding

Behaviour management is exceptional. Children do not go missing from the residential provision or engage in any other risk behaviours in the community. There have been no safeguarding concerns or allegations since the last inspection. However, there are systems in place to identify and address any issues should they arise. This evidences the school’s initiative-taking approach to safeguarding.

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outstanding

Individual plans and behaviour support systems are in place, and they include key information about the child. The child’s voice and parent’s views are heard throughout the plans. This ensures that staff understand children’s vulnerabilities and consistently use the strategies detailed in the plans to support positive behaviour. Consequently, there has been a positive impact on children’s behaviour and there has been a significant reduction in the need to impose consequences in response to children’s behaviours.

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outstanding

Staff are provided with additional training and workshops around the risks of exploi- tation and the dangers of substance misuse. Children and their parents are also sup- ported to take part in this training. External professionals are accessed to support staff learning and development relating to children’s safety, such as youth charities, police liaison officers and the school nurse. This ensures that everyone has the nec- essary skills and knowledge to manage a wide range of safeguarding issues. Children feel safe and have a strong sense of security in this school. The safety and well-being of children is a central and important ethos of residential. Leaders and managers have an excellent understanding of multi-agency safeguarding practice. They are positive role models in their safeguarding practice.

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outstanding

The DSL has the key responsibility for managing safeguarding concerns and promoting multi-agency safeguarding practice. He has up-to-date training and provides continuous safeguarding support to the residential provision. The DSL has a sound knowledge and understanding of children staying in the residential provision and the support that they require should there be any concerns. Inspection report for residential special school - Archers Brook SEMH Residential School 5 The staff team provides children with clear and consistent boundaries. Children respond positively to the structures that are implemented by staff and consequently, they flourish in the safe and predictable environment. There have been no incidents associated with bullying. On the occasions that children have been unkind to each other, this has been addressed by staff and discussions take place about acceptable behaviour between children.

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The effectiveness of leaders and managers: good

The head teacher and head of care provide children and staff with consistent and stable leadership. They work collectively together and have a shared vision for the residential provision and changing children’s lives. They demonstrate integrity and transparency in their work with children. Together, they have managed a challenging time in the residential provision that has been unrelated to the care of children. They have also addressed the previous inspections points for improvement.

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The effectiveness of leaders and managers: good

Leaders and managers understand children’s plans and they can demonstrate the positive impact that the residential provision has on children’s life chances and supporting families. Case monitoring shows that there is regular oversight of children’s progress by the head of care and the SENCO. They recognise the services strengths and areas to be developed, both of which are captured in the school’s development plan and self-evaluation.

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The effectiveness of leaders and managers: good

There is a holistic approach to training. Alongside training courses and workshops, the head of care gathers information from external organisations to educate staff on specific areas such as online filtering and monitoring, sexual health and positive relationships. The school has also become National Autistic Society advanced accredited since the last inspection.

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The effectiveness of leaders and managers: good

The head teacher identifies that she has a dedicated residential staff team to enrich children’s life experiences. Staff are experienced, qualified and have the skills to effectively support children. They receive support and guidance from leaders and managers, who are focused on promoting staff well-being. All staff including the senior leadership team have regular practice-related supervisions where they are provided with time to reflect on their practice and development needs.

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The effectiveness of leaders and managers: good

The independent visitor reports provide a thorough account of the residential provision and additional scrutiny in relation to how it is operated. This has helped to support further improvement and change. The visits are accounted for in the head teachers report for governors. However, there is no formal response provided by governors in relation to the independent visitors reports or the recommendations made during the visit.

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The effectiveness of leaders and managers: good

Residential and children’s progress are captured in regular governor meetings. However, visits by the governor to the residential provision have not been implemented regularly in the last few months. This means that the oversight of the residential provision by an allocated governor has not been consistent. Inspection report for residential special school - Archers Brook SEMH Residential School 6 There were no breaches of the national minimum standards. Inspection report for residential special school - Archers Brook SEMH Residential School 7

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Points for improvement:

 School leaders should ensure that the school has and implements effectively, appropriate policies for the care of children who have medical conditions and/or are unwell. These include first aid, care of those with chronic conditions and disabilities, administration of prescription and non-prescription medicines (including controlled drugs) and dealing with medical emergencies.

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Points for improvement:

 School leaders should ensure that at least one governor should have responsibility for the oversight of residential provision but responsibility for the quality of provision lies with the governing body as a whole. At least one governor should also be expected to visit the residential provision on a regular basis.

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Points for improvement:

 School leaders should ensure that written reports of all monitoring visits are provided to the headteacher (or school equivalent) and where applicable the governing body, trust, or proprietor. Reports are also provided to each member of that body (or the appropriate committee of that body) within two weeks and as written by the visitor without amendment or summary. The governing body, trustees, or proprietor of the school should record a formal response to each written report.

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Points for improvement:

 School leaders should ensure that the school identifies at least one person other than a parent, outside the staff and those responsible for the leadership and governance of the school, who children may contact directly about personal problems or concerns at the school. This person may be known as the ‘independent person’. Children know who this person is, know how to contact them and feel comfortable talking to them. The person is easily accessible at all reasonable times, visits regularly (at least monthly) and knows the children.

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Information about this inspection

Inspectors have looked closely at the experiences and progress of children and young people using the social care common inspection framework. This inspection was carried out under the Children Act 1989 to assess the effectiveness of the service, how it meets the core functions of the service as set out in legislation and to consider how well it complies with the national minimum standards. Inspection report for residential special school - Archers Brook SEMH Residential School 8

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Residential special school details

Social care unique reference number: SC006621

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Residential special school details

Headteacher/teacher in charge: Samantha Myers-Whittaker

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Residential special school details

Type of school: Residential Special School

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Residential special school details

Email address: head@archersbrook.cheshire.sch.uk

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Inspectors

Cheryl Field, Social Care Inspector (lead) Katie Tomlinson, Social Care Inspector Inspection report for residential special school - Archers Brook SEMH Residential School 9 to achieve excellence in the care of children and young people and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning and education and training in prisons and other secure establishments. It assesses council children’s services and inspects services for children looked after, safeguarding and child protection.

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Inspectors

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Inspectors

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Inspectors

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